Report on ELL Services Board Presentation submitted by: Heidi LaMare and Nicole Shimizu The Bellevue School District Mission: 1 To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.
Agenda • Purpose • Background / Research • Next Steps • Questions / Comments *Glossary terms are bolded and italicized 2
Purpose The Bellevue School District ELL Department with the involvement of parents, educators, and community, is committed to addressing the unique needs of students from linguistically and culturally diverse backgrounds and to help them achieve the high content and performance standards expected of all students in Washington State. The program helps English Language Learners ( ELL s) to become proficient in English and to provide all students with an exemplary college preparatory education so they can succeed in college, career and life. 3
Background Demographic Information • 2,256 Students qualifying for ELL Services (Beginning ‐ 1, Intermediate ‐ 2, or Advanced ‐ 3) • 10.8% of the total enrollment • 33.5 % of the BSD total enrollment speaks a language other than English • Recently exited ELL students • 486 students scored “transitional” in spring of 2014 • 445 students scored “transitional” in the spring of 2015 • Students who score level 4/transitional receive two years of assistance in core academic areas if needed 4
Background • ELL Students come from 99 linguistic backgrounds. • The top 6 languages spoken by students enrolled in ELL are: Language Count Spanish 660 Chinese 475 Japanese 124 Korean 124 Russian 109 Telugu 109 5
Background ELL Funds come from two main grants sources, Title III (federal) and Transitional Bilingual Program (state) Title III Title III is the federal source of funds to provide supplemental support to English Learners in the form of: Professional development for content area teachers Guided Language Acquisition Design (GLAD) 6 year plan for full professional o development of elementary classroom general education teachers in language development strategies Sheltered Instruction Observation Protocol (SIOP) 3 year plan for professional o development of secondary content area general education teachers in lesson design and implementation to include all learners An ELL professional development coach – Secondary focus o Extended day – Tutoring and school support programs 6 16 schools participate in designing programs to support student learning either o before or after school
Background Transitional Bilingual Program Transitional Bilingual Program or TBP is the state source of funds to provide direct support to students who qualify as ELL eligible. These supports must be supplemental to those services provided by general school funding. In the Bellevue School District, TBP funds are used to employ the ELL teaching staff. TBP funds are supplemented by district funds in order to provide high quality programming support to each school. 7
Background Support Programs for English Learners: Elementary and Secondary ELL Models: Elementary students receive instruction with the general education class under the direction of the classroom teacher. The ELL Facilitator supports the classroom teacher through co ‐ teaching and co ‐ planning, professional development, advocacy for ELL s and their families, and parent and community outreach. ELL Facilitators may support students in a small group intervention. Secondary ELL Students receive their English Language Arts and a supplemental English Language Development class with a teacher endorsed in ELL and English Language Arts. Secondary ELL Teachers have additional time in their schedule to assist content areas teachers with planning, assessment and student support designed to positively impact language learners. Dual Language Programs: Additive programming with specific Dual Immersion language programs at Jing Mei Elementary, Lake Hills Elementary, Sherwood Elementary and Stevenson Elementary. These programs are supported as an ELL model; another option for 8 supporting ELL students. 50% of the total numbers of students enrolled in these programs qualify for ELL at entrance.
Data Background ‐ AMAO • AMAO or Annual Measured Achievement Objectives, are the measurement of all ELL programs by the federal government. • AMAO #1 – Percent making gains • The percent of enrolled ELL students that are making gains on the state ELL assessment (students must have at least two years of concurrent data in the system to be considered in this group) • AMAO #2 – Percent transitioned or exited • The percent of enrolled ELL students that exit by scoring level 4 on the state ELL assessment • AMAO #3 – Percent of students making academic gains in core subjects • The percent of enrolled ELL students making gains on SBA 9 (MSP/HSP)
Data Background – AMAO #1 ELL Students making gains on two or more concurrent WELPA annual assessments Percent of students making gains on WELPA 85 80 75 70 65 2011 ‐ 12 2012 ‐ 13 2013 ‐ 14 2014 ‐ 15 District State Federal Target for % of students making gains was 68.1 % in • spring of 2015 * ELPA21 (English Language Proficiency Assessment for the 21 st Century) will 10 replace the WELPA in spring of 2015 ‐ 2016
Data Background ‐ AMAO #2 ELL student achievement as measured by student exit or transitioning rate on the WELPA* Washington English Language Proficiency Assessment Percent Transitioning (exit ELL) 40 30 20 10 0 2011 ‐ 12 2012 ‐ 13 2013 ‐ 14 2014 ‐ 15 District State BSD exit rates approximately 30% annually • State exits approximately 16% annually • Federal target is 8% of students annually • 11
Data Background – AMAO #3 ELLs meeting standard with Smarter Balance Assessments and our work towards the instructional initiative goals: ELL s are classified as ELL in state testing until they exit ELL services. At that time they are reclassified and counted in the ALL students. For data purposes, the ELL group is a constantly evolving group of enrolling bilingual students. For this report SBA data is shown based on two of our district’s instructional initiatives: 3 rd grade reading 5 th grade math 12
Data Background – 3 rd Reading BSD 3 rd grade Reading BSD ELL 3 rd grade Reading Statewide ELL 3 rd grade Reading BSD 3 rd Grade ALL meeting standard SBA 72.2% BSD 3 rd Grade English Learners meeting standard on SBA 31.1% 13 State wide 3 rd Grade English Learners meeting standard on SBA = 18.8%
Data Background – 5 th Math BSD 5 th grade Math BSD ELL 5 th Grade Math Statewide ELL 5 th grade Math BSD 5 th graders meeting standard on the SBA 73.3 % BSD 5 th Grade English Learners meeting standard on SBA 37.1 % 14 Statewide 5 th Grade English Learners meeting standards on SBA 12.8 %
Next Steps While BSD ELL s outperform their ELL peers in every level of state assessment, a significant achievement gap continues to exist between BSD ELL s and their BSD native ‐ English speaking peers, as is shown in all previous years’ data. 3rd Grade Reading MSP 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 5th Grade Math MSP 10.00% 0.00% 100.00% 80.00% 60.00% 40.00% 20.00% District ELL District ALL State ELL 0.00% 15 5th Grade Math District ELL 5th Grade Math District All 5th Grade Math State ELL
Next Steps • Continue to train all teachers in culturally relevant and responsive teaching • GLAD • SIOP • Equity • STEM integrated design WHY? • English Language Proficiency Standards HOW? • Continue to provide support WHAT? to teachers, families and all bilingual students. 16
Questions / Comments / Feedback For additional information regarding this presentation contact: Heidi LaMare: Supervisor, Programs for English Learners Nicole Shimizu: English Learner Curriculum Developer Email: lamareh@bsd405.org and shimizun@bsd405.org Phone: 425 ‐ 456 ‐ 4218 and 425 ‐ 456 ‐ 4135 The Bellevue School District Mission: To provide all students with an exemplary college preparatory 17 education so they can succeed in college, career and life.
Background Information 18
Glossary of Useful Terms Term Definition/Description ELL English Language Learners – the children in our schools ELD English Language Development ESL English as a Second Language – refers to program, rather than the identification of the type of student. Transitional TBP is the state level funding that is provided for direct service for ELL students that is Bilingual supplemental to what students would receive in general education funding. TBP is used to Program pay for teacher salaries for the teachers who provide ELL services. Additive If the first language of the ELL is encouraged through programs such as Dual Language, the Programming learning is referred to as Additive Programming. This term builds on the idea that bilingualism is an asset in our global society. Immersion Language education where the student is immersed into the new language. Dual Language education programs where the students have linguistic background in two Immersion languages (students in the class are balanced with Spanish dominant students and English dominant students). Also called Balanced Immersion and Dual Language Education in many places on the US west coast. Jing Mei, Lake Hills, Sherwood, and Stevenson are examples of Dual Language programs. 19
Recommend
More recommend
